B-first · Staff evidence and individual next teachingYear 2 Science · T1 W9–10 · Teacher · Teacher / Cases / B first

Child invitation

Make two attributed reports without changing unsure into a wrong answer.

Guided different context

Offer new craft-cloth cards: helperX says smooth, helperY says unsure. Child reads/points to each exact account.

Id

N05

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child keeps report identity and uncertainty instead of merging or ranking accounts.

Ordinary possible model

A’s word andB’s unsure belong to different reports; neither proves a diagnosis or a measured property.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Read both garden accounts; model attribution, guide the cloth pairing, then child dictates a separate caption preserving both reports.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Seed-tray report voices

Whole unrelated teaching account

A fictional garden note has growerA describing soil “crumbly” and growerB writing “not sure”; no photograph/measurement is supplied.

Child invitation

Tell a reader what is known and what question remains before planning a whole pretend visit.

Guided different context

Make a new pretend museum visit card with an opening time supplied but no closing time.

Id

N06

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child uses stated information and names an unresolved circumstance without inventing it.

Ordinary possible model

First time is known in the story; second remains not supplied.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Model known/unknown pockets with bus cards, guide museum opening/closing distinction and invite a child-authored enquiry. No live travel recommendation.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Bus-stop timetable gap

Whole unrelated teaching account

A fictional play-town timetable lists one toy bus at09:00 and another with no time entered. It is not a current transport service.

Child invitation

Offer a reader choice and record only their actual preferred option if volunteered.

Guided different context

Build a new pretend toy-exhibit with a picture label or an exact spoken/pointed label selected by a willing helper.

Id

N07

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child offers a choice respectfully and keeps imagined versus actual feedback distinct.

Ordinary possible model

Two choices can be offered; the notes do not prove either works for every visitor.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• Model an invitation rather than an ability assumption. Rehearse the exhibit choice quietly and let the child ask a reader which route they want.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Park-map reader choices

Whole unrelated teaching account

A fictional park map offers a large-text route card and a raised-line route drawing; no user trial occurred.

Child invitation

Ask a purpose-linked next question and suggest one condition to keep similar.

Guided different context

Use a new pretend apron test: same fabric drawing with two folds on same dry mat; no wearing result supplied.

Id

N08

Mode opportunity

This is supported teaching after review. Actual performing, reasoning about supplied stories and model construction are recorded separately. New-context transfer is a small observed step, not annual mastery or a new official grade.

Next decision

If the named distinction is still unclear, return to two source-labelled cards in this unrelated context and one prompt at a time. If clear, offer a different job/source after further learning; do not retry this held case with the staff model rehearsed.

Observable next evidence

Child links question to chosen change and does not turn a plan into a result.

Ordinary possible model

The notes cannot answer a material-only floating question.

Teacher preparation

Full account/model and a separate blank child page; cards or paper drawings as named in the guided context. Offer pointing/AAC/exact scribing and quiet helper operation. No source collection or public publication is required.

Teacher sequence

• Read the complete new account and ask which event/reference is actually supplied before showing its ordinary model.
• List boat changes with source cards; guide apron change/similarity pair, then child asks a new question whose answer remains open.
• Guide the different new context above using an open question. After child chooses, pause so they can author/select/draw their own evidence distinction; the model answer stays a teaching example, never inserted into their own work.
• Invite the child to explain one exact clue and one limit in the new task. Keep actual events, supplied stories and unperformed plans labelled. Use the observable check below to choose whether to revisit this meaning or offer a genuinely fresh task later.

Title

Paper-boat fair plans

Whole unrelated teaching account

A fictional boat display compares folded paperA on a dry table with plasticB on a wet table. Two factors change; no floating test was done.